TXRVd:RunawayScrape/SanJacinto

Author:AbigailEnns
Datecreated:11/07/201511:40PMCDTDatemodified:12/01/20154:22PMCDT

DBUProfessionalEffectiveTeachingLessonPlan
TheDorothyM.BushCollegeOfEducationHasAdoptedThisFormatForLessonPlanningBecauseItProvidesA
FormatForPlanningEngaging,Rigorous,RelevantLessonsForStudents.
STANDARDS:ChooseAllOfTheDBU/InTASCAndSPA(SpecializedProfessionalStandards)ThisLessonPlan
Addresses.(NumberAndText)
Standards

TXDallasBaptistUniversityEducatorPreparationUnitCompetencies(2012)
Competency:
Competency#1:LearnerDevelopment.Theteacherunderstandshowlearnersgrowanddevelop,recognizingthatpatternsof
learninganddevelopmentvaryindividuallywithinandacrossthecognitive,linguistic,social,emotional,andphysicalareas,
anddesignsandimplementsdevelopmentallyappropriateandchallenginglearningexperiences.
Competency:
Competency#2:LearningDifferences.Theteacherusesunderstandingofindividualdifferencesanddiverseculturesand
communitiestoensureinclusivelearningenvironmentsthatenableeachlearnertomeethighstandards.
Competency:
Competency#3:LearningEnvironments.Theteacherworkswithotherstocreateenvironmentsthatsupportindividualand
collaborativelearning,andthatencouragepositivesocialinteraction,activeengagementinlearning,andselfmotivation.
Competency:
Competency#4:ContentKnowledge.Theteacherunderstandsthecentralconcepts,toolsofinquiry,andstructuresofthe
discipline(s)heorsheteachesandcreateslearningexperiencesthatmaketheseaspectsofthedisciplineaccessibleand
meaningfulforlearnerstoassuremasteryofthecontent.
Competency:
Competency#5:ApplicationofContent.Theteacherunderstandshowtoconnectconceptsandusedifferingperspectivesto
engagelearnersincriticalthinking,creativity,andcollaborativeproblemsolvingrelatedtoauthenticlocalandglobalissues.
Competency:
Competency#6:Assessment.Theteacherunderstandsandusesmultiplemethodsofassessmenttoengagelearnersintheir
owngrowth,tomonitorlearnerprogress,andtoguidetheteachersandlearnersdecisionmaking.
Competency:
Competency#7:PlanningforInstruction.Theteacherplansinstructionthatsupportseverystudentinmeetingrigorous
learninggoalsbydrawinguponknowledgeofcontentareas,curriculum,crossdisciplinaryskills,andpedagogy,aswellas
knowledgeoflearnersandthecommunitycontext.
Competency:
Competency#8:InstructionalStrategies.Theteacherunderstandsandusesavarietyofinstructionalstrategiestoencourage
learnerstodevelopdeepunderstandingofcontentareasandtheirconnections,andtobuildskillstoapplyknowledgein
meaningfulways.
Competency:
Competency#9:ProfessionalLearningandEthicalPractice.Theteacherengagesinongoingprofessionallearninganduses
evidencetocontinuallyevaluatehis/herpractice,particularlytheeffectsofhis/herchoicesandactionsonothers(learners,
families,otherprofessionals,andthecommunity),andadaptspracticetomeettheneedsofeachlearner.
Competency:
Competency#10:LeadershipandCollaboration.Theteacherseeksappropriateleadershiprolesandopportunitiestotake
responsibilityforstudentlearning,tocollaboratewithlearners,families,colleagues,otherschoolprofessionals,and
communitymemberstoensurelearnergrowth,andtoadvancetheprofession.
Competency:
Competency#11:LegalandEthicalAspects.Theteacherunderstandsthelegalaspectsofteachingincludingtherightsof
studentsandparents/families,aswellasthelegalrightsandresponsibilitiesoftheeducator.Theeducatorwillcommitto
upholdtheTexasEducatorCodeofEthics.
Competency:
Competency#12:EducatorExcellence.TheteacherunderstandscharacteristicsofeducatorexcellenceasdefinedbyTexas
approvedappraisalsystems.
Competency:
Competency#13:College/CareerReadinessthroughtheUseofStateofTexasAssessmentsofAcademicReadiness(STAAR)
andEndofCourseExams(EOC).Theteacherunderstandsandisabletoimplementthestatestandardsforwhatstudents
shouldknowandbeabletodoandimplementstheTexascurriculumstandardstoadvancethemissionofTexas:collegeand
careerreadystudents.(STAAR,EOC)
Competency:
Competency#14:TexasExaminationforEducatorStandards(TExES).Theteacherunderstandsanddemonstrates
competenciesrelatedtotheirfieldofstudybysuccessfulperformanceonstatecertificationexams.
Competency:
Competency#15:ServiceLearning.TheteacherunderstandstherelevanceofDBUservicelearninginenhancingstudent
learning,fosteringcivicresponsibility,anddevelopingservantleaders.

USAACEIAssociationforChildhoodEducationInternationalElementaryEducationStandards
Domain:DEVELOPMENT,LEARNINGANDMOTIVATION
Standard:1.0Development,Learning,andMotivationCandidatesknow,understand,andusethemajorconcepts,
principles,theories,andresearchrelatedtodevelopmentofchildrenandyoungadolescentstoconstructlearning
opportunitiesthatsupportindividualstudentsdevelopment,acquisitionofknowledge,andmotivation.
Domain:CURRICULUM
Standard:2.4SocialstudiesCandidatesknow,understand,andusethemajorconceptsandmodesofinquiryfrom
thesocialstudiestheintegratedstudyofhistory,geography,thesocialsciences,andotherrelatedareastopromote

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elementarystudentsabilitiestomakeinformeddecisionsascitizensofaculturallydiversedemocraticsocietyand
interdependentworld
Domain:INSTRUCTION
Standard:3.3DevelopmentofcriticalthinkingandproblemsolvingCandidatesunderstandanduseavarietyof
teachingstrategiesthatencourageelementarystudentsdevelopmentofcriticalthinkingandproblemsolving
Standard:3.4ActiveengagementinlearningCandidatesusetheirknowledgeandunderstandingofindividualand
groupmotivationandbehavioramongstudentsattheK6leveltofosteractiveengagementinlearning,selfmotivation,
andpositivesocialinteractionandtocreatesupportivelearningenvironments
Standard:3.5CommunicationtofostercollaborationCandidatesusetheirknowledgeandunderstandingof
effectiveverbal,nonverbal,andmediacommunicationtechniquestofosteractiveinquiry,collaboration,andsupportive
interactionintheelementaryclassroom.
Domain:ASSESSMENT
Standard:4.0AssessmentforinstructionCandidatesknow,understand,anduseformalandinformalassessment
strategiestoplan,evaluateandstrengtheninstructionthatwillpromotecontinuousintellectual,social,emotional,and
physicaldevelopmentofeachelementarystudent.
Domain:PROFESSIONALISM
Standard:5.1Professionalgrowth,reflection,andevaluationCandidatesareawareofandreflectontheir
practiceinlightofresearchonteaching,professionalethics,andresourcesavailableforprofessionallearningthey
continuallyevaluatetheeffectsoftheirprofessionaldecisionsandactionsonstudents,familiesandotherprofessionalsin
thelearningcommunityandactivelyseekoutopportunitiestogrowprofessionally.

VITALINFORMATION
Date

November8,2015

Subject(s)

LanguageArts(English),SocialStudies

LessonTopic

TheRunawayScrapeandtheBattleofSanJacinto

Grade/Level

Grade4

Goal

LessonTEKS:
113.15b.3 ThestudentunderstandstheimportanceoftheTexasRevolution,theRepublicofTexas,andtheannexation
ofTexastotheUnitedStates.
(A)Thestudentisexpectedtoanalyzethecauses,majorevents,andeffectsoftheTexasRevolution,includingthe
BattleoftheAlamo,theDeclarationofIndependence,theRunawayScrape,andtheBattleofSanJacinto.

IntegratedTEKS:
110.15.b(16)Writing/LiteraryTexts.Studentswriteliterarytextstoexpresstheirideasandfeelingsaboutrealor
imaginedpeople,events,andideas.Studentsareexpectedto:
(A)writeimaginativestoriesthatbuildtheplottoaclimaxandcontaindetailsaboutthecharactersandsetting
Objective(LearningOutcome)

Thestudentwillbeabletounderstandthecauses,events,andeffectsoftheRunawayScrapeandtheBattleofSan
Jacinto,aswellasspecificindividualsintheevents.

ValueandImportance

ItisimportantforstudentstounderstandthecausesandeffectsoftheseimportanteventsinthehistoryofTexas.
TheseeventsbroughtaboutthefreedomthatTexansenjoyeveryday.

MaterialsAndResources
MaterialsNeeded

InformationaboutfamiliesintheRunawayScrapeandBattleofSanJacinto,museumlinktoartontheRunawayScrape,
timeline,paper,pencils,StoryMapdiagram
Attachments:
1. StoryMap.png
Links:
1. RunawayScrapeMuseumArt

TeacherUseofTechnology

Projectertodisplayinformationduringdirectteach,documentcamera

StudentUseofTechnology

StudentsviewRunawayScrapeartonthemuseumwebsite

InstructionalMotivational
Strategies

StudentswilleventuallypresenttheiroriginalstoriesaboutpeoplefleeingduringtheRunawayScrape.Theywillreceive
feedbackfromteacherandotherstudents.

InstructionalStrategies
PriorKnowledgeNeeded

Knowledgefrompreviouslessonsintheunit.Basicknowledgeonhowtowriteoriginalstories.

AnticipatorySet

TeacherwillprojectanimageofDilueRoseHarrisontheboardandreadstudentssomeofherstoryfromthislinkina

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dramaticizedtone:
http://www.houstonchronicle.com/news/columnists/nativetexan/article/RunawayTexansleftoutofhistorybooks
6148648.php
AnotherstoryfromtheRunawayScrapeisbelow:
https://www.cah.utexas.edu/texashistory/annex/handouts/lesson4.pdf
Assessment(Checkfor
Understanding)

TeacherwillreadstudentsstorymapsandshortstoriesabouttheRunawayScrapetobesurethattheyunderstand
thecauses,events,andeffectsofthisscarytimeinTexashistory.

DirectTeach

TeacherwillsharebasicinformationabouttheRunawayScrapewithstudents.Summaryofthiseventcanbefoundat
thefollowinglink:
http://www.lsjunction.com/events/runaway.htm
TeacherwillshowstudentstheartonthemuseumwebsitefromdifferenteventsduringtheTexasRevolution.

ContentKnowledge

TheRunawayScrape,theBattleofSanJacinto,creativestorywriting

CriticalThinking

Studentswillhaveashorttimesegmenttodiscusswiththeirpartner(previouslydeterminedpartnerwhoissittingnext
tothem)theirthoughtsonthesequestions:
WhatwouldyoudoifcaughtduringtheRunawayScrape?
Which23itemswouldyoutakewithyou?
HowdoyouthinkitfelttohavetofleeforyourlifefromtheMexicanArmy?

Modeling

Teacherwillshow/readstudentsthenovelaboutBelleWoodsfromtheRunawayScrape.
http://www.amazon.com/RememberAlamoRunaway18351836Journals/dp/0896724972
Teacherexplainsthatthisstoryisnotaprimaryorsecondarysource,butafictionalmadeupstory.

GuidedPractice

TeacherwillhelpstudentsworkthroughtheStoryMapdiagramastheywriteoriginalshortstoriesaboutchildrenduring
theRunawayScrape.Teacherwillshowthemanexamplediagrimwithcharacters,setting,problem,plan,and
resolution.

IndependentPractice

StudentswillwriteoriginalcreativeshortstoriesaboutchildrenorfamiliesintheRunawayScrape.

Modifications/Accommodations
forSpecialPopulatio

SPED:Studentsmayhaveextratimeandhelponthestorywritingprocess.
ELL:StudentsmaybegivencopiesoftheprimarysourcesandfictionalstoriesfromtheRunawayScrapetoreadat
home,intheirownlanguageorinEnglish.
GT:Studentsmaycreatemorecharacterswithmorecharacteristics,andwritelongerstoriesabouttheirexperiences
duringtheRunawayScrape.

Closure

Teacherwillreadstudentstheendingoftheprimarysources,inwhichtherefugeesfindoutthattheBattleofSan
JacintowaswonandTexasisfree!
StudentswilladdtheRunawayScrapeandtheBattleofSanJacintototheirunittimeline.

WrittenReflections

Teacherwillgooverthefollowingquestionsafterclasstoreflectonthesuccessfulnessofthelesson.

1)List3variedstrategiesusedinthislesson.
2)Whatwasthemosteffectivestrategyusedandwhywasiteffective?
3)Whatwastheleasteffectivestrategyyouused?Why?Whatcanbedonetoimprovethis?
4)Whatroledidlowerlevelquestionsplayinthislesson?
5)Highlight35higherorderthinkingskillsquestionsthatyouused.Reflectontheabilityofthestudentstorespond
appropriatelytothequestions.
6)Howdidthetechnologyyouusedenhancestudentlearning?
7)Whydidyouchoosethisspecifictechnologyforstudentuse?Howdiditaccomplishyourgoal?
8)Whichlearningmodalitieswereaddressedinthislesson?
9)Howdoyouknowtheobjective/learneroutcomewasmetinthislesson?
ReflectionQuestions

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